Well Structured inquiry Models – Find your Inquiry Genius

It is well documented in the literature, that well-structured inquiry – were valued and engaged into a deep level – leads to improved student outcomes.

“When teachers are provided with the tools of inquiry and are engaged in the interpretation of evidence in order to become responsive to their students learning needs, the impact is substantial”. – ERO – 2012

So with that in mind, the currency of the value of inquiry is teacher professional growth and improved student outcomes. You will find in your school, a continuum of practice and capability around inquiry. The value at each stage of inquiry engagement and capability will lead to varied impacts on students learning.

The purpose of the inquiry into teacher practice is to develop deeply reflective teachers. Deeply reflective teachers who are actively reflecting on the learning needs of their students and exploring new ways of doing things that might have better outcomes for students. In the process, they are also making measures into the impact of these changes on students learning. In essence, they will know their impact. – Hattie (2012). It is about the exploration of the relationship between what the teacher is doing, what is happening for the students, and the evaluation of the effect of teacher actions on student learning.

The nature of the inquiry journey results in teachers reflecting more deeply about the impact they are having on student learning to a point that there is an intrinsic shift in teacher values and beliefs which result in professional growth.

The professional growth that comes out of inquiry is facilitated by Action Research Learning Projects which makes links to the Professional Teaching Standards, creating conditions in which these skills and attributes can be fully expressed and developed with in everyday practice. By adding Action Research Learning Projects to teachers’ toolkits, teachers are empowered to shift their practice up into the zone of inquiry genius.

Inquiry Engagement and Action Research Learning Projects as the inquiry tool

Teachers need to be provided with the tools of inquiry. When teachers are provided with the tools of inquiry and are engaged in the interpretation of evidence in order to become responsive to their students learning needs, the impact is substantial. With the right Resources and the right perceptions, teachers will experience Professional growth through inquiry. When teachers have the resources (tools) and have aligned their values and beliefs to the purpose of inquiry (perception), teachers will experience professional growth through the process of inquiry.

The continuum of practice

The inquiry Constrained

I don’t believe and I don’t know how anyhow – When teachers lack the ability to participate in the inquiry process due to lack of know how, and they don’t understand the purpose of inquiry, then their engagement will be as low as it can go. Teachers in this space need to be shifted by identifying for them the how and the why.

The inquiry Disbeliever

When you know how, but you don’t yet believe. – When teachers understand the purpose of inquiry and the purpose is aligned with their belief systems, their perception of the process will change and they will become more engaged in the process. Therefore moving from inquiry disbeliever to inquiry genius.

The inquiry Apprentice

When you believe, but you don’t know how – When teachers understand the purpose of inquiry and the purpose is aligned with their belief systems, they will engage with inquiry only when they know how. By giving teachers the tools for inquiry their practice will change. Therefore moving from inquiry apprentice to inquiry genius.

The inquiry Genius

I know the why and I have the how, so I am completely engaged! – When teachers understand the why and have the know how they enabled to demonstrate high levels of engagement in the inquiry process and will find their inquiry genius with practice.